‘ar’ as in car
cut and glue into scrap book ----------------------------- ----------------------------- --cut
Note to tutor:
1. Pointing to the caption under the car say to your child (using letter names) ‘a’ (ay) and ‘r’ (are) together say (using the sound) ‘ar’ as in car.
2. Pointing to the word car, sound it out, c-ar, and then blend it into the word car.
3. Ask your child to point to each word in the caption under the picture of the car as she/he reads, ‘ar as in car’.

1. What is the colour of this car?

Is it red, yellow or purple?

Write the answer on the line.

2. What colour do you like for a car?

Write the answer on the line.
(Use the colour word flashcards to check for correct spelling.)

12. These words all have a small word in them. Can you find the small word? Write it on the line. The first one has been done for you.

farm far
card
start
13. This word is made up with two words. Can you see the two words? Write them on the lines.
carpet

14. Words that are made up with two words are called compound words. Find the two words in these compound words. Write them on the lines.

onto . . . .
into . . . .

15. Go back to number 4 on page 3. Read the ‘ar’ words again. Choose two of the words and write sentences with the two words in them.
Remember: Each sentence begins with a capital letter and ends with a full stop.
Think your sentences through and tell them to your tutor before you write them down.

‘ai’ as in train
cut and glue into scrap book ----------------------------- ----------------------------- --------------------cut

Note to tutor:
1. Pointing to the caption under the train say to your child (using letter names) ‘a' (ay) and ‘i' (eye) together say (using the sound) ‘ai’ as in train.
2. Pointing to the word train, sound it out, tr-ai-n, and then blend it into the word train.
3. Ask your child to point to each word in the caption under the picture of the train as he/she reads, ‘ai as in train’.

1. Write the colours you can see on the train. Check with the colour words for the correct spelling.
.
.
.

2. Find the flash card for the word ‘black’. Put it on the pile with the flash card for the word ‘red’. Read both words.

3. Read the following story. Your tutor will help you if you need it but practise it by yourself before you read it to your tutor. If you can, sound out the words you do not know.

1. What happened next? Make up an ending for this story and tell it to your tutor.
2. Look back at the story. Sound out and read all the underlined words.
3. What sound can you hear in all these words?
4. What letters make up this sound? Underline them in each word.
5. Sound out and read the words in the rectangles.

6. Discuss the meaning of each word with your tutor.
7. Underline the ‘ai’ sound in each word in the rectangles.
8. Carefully cut out the rectangles.
9. Sort the rectangles into words that rhyme.
10. Glue the words underneath the words below, into columns of words that rhyme.
11. Read the words again.
12. Glue this page into your scrap book.

‘oa’ as in boat
cut and glue into scrap book ----------------------------- ----------------------------- --------------cut

Note to tutor:
1. Pointing to the caption under the boat say to your child (using letter names) ‘o’ (oh) and ‘a' (ay) together say (using the sound) ‘oa’ as in boat.
2. Pointing to the word boat, sound it out, b-oa-t, and then blend it into the word boat.
3. Ask your child to point to each word in the caption under the picture of the boat as he/she reads, ‘oa as in boat’.

4. Write the two colours you can see on the boat. Check with the colour words for the correct spelling.

.

. .

. .

5. Find the flash card for the word ‘purple’. Put it on the pile with the flash cards for the words ‘red’ and ‘black’. Read the three colour words.

‘ea’ as in leaf
cut and glue into your scrap book ----------------------------- ----------------------------- ----------------------------- ----------cut
Note to tutor:
1.Pointing to the caption under the leaf say to your child (using letter names) ‘e’ (ee) and ‘a' (ay) together say (using the sound) ‘ea’ as in leaf.
2.Pointing to the word leaf, sound it out, l-ea-f, and then blend it into the word leaf.
3.Ask your child to point to each word in the caption under the picture of the leaf as he/she reads, ‘ea’ as in leaf.

1. Write the colour of the leaf on the line. Check with the colour words for the correct spelling.
.

2. Find the flash card for the word ‘green’. Put it on the pile with the flash cards for the words ‘red’, ‘black’ and ‘purple’. Read the four colour words.
3. Turn to the next page and find some autumn leaves.
4. Sound out and read the words in the leaves.
5. Discuss the meaning of the words with your tutor.
6. Cut the leaves out and glue them onto page 21. Because they are autumn leaves some may be still on the tree, some may be falling to the ground and some may be on the ground.
7. Glue page 21 in to your scrap book.

Note to tutor: Now is a good time to explain to your child about the seasons and mark them on the calendar. You could briefly discuss seasonal temperatures, clothes we wear, outdoor activities, foods and the behaviour of different animals and plants during some seasons. This lesson focuses on different coloured autumn leaves. Explain why some trees lose their leaves in autumn.

My name is .
Lesson Fifteen – ‘ow’ as in cow
Revision: Look at your digraph flash cards and read the caption under each picture. ( ‘ar’ as in car, ‘ai’ as in rain, ‘oa’ as in boat, ‘ea’ as in leaf’)

‘ow’ as in cow
cut and glue into your scrap book ----------------------------- ----------------------------- ----------------------------- ----------cut
Note to tutor:
1.Pointing to the caption under the cow say to your child (using letter names) ‘o’ (oh) and ‘w’ (double you) together say (using the sound) ‘ow’ as in cow.
2.Pointing to the word cow, sound it out, c-ow, and then blend it into the word cow.
3.Ask your child to point to each word in the caption under the picture of the cow as he/she reads, ‘ow’ as in cow.

1. Write the colour of the cow on the line. Check with the colour words for the correct spelling.
.

2. Find the flash card for the word ‘brown’. Notice the word ‘brown’ has ‘ow’ as in cow in it. Put it on the pile with the flash cards for the words ‘red’, ‘black’, ‘purple’ and ‘green’. Read the five colour words.
3. Turn to page 31 and find the jigsaw cow.
4. Turn to page 32 and find the parts for the jigsaw cow.
5. Read the ‘ow’ words in the jigsaw parts.
6. When you have read them all, carefully cut out the jigsaw parts and glue them in the correct place on the jigsaw cow.
7. Read the words again.
8. Glue page 31 into your scrap book.
9.Find the ‘ow’ as in cow flashcard and put it in the pile with the other digraph flashcard sounds that you know.

My name is .
Lesson Sixteen – ‘ow’ as in cow
Revision: read number, days of the week and digraph flash cards.
Trace over each word, read each word and then match the word to its picture by joining them with a line:
clown

My name is .
Lesson Seventeeen: ‘i-e’ as in kite
Note to tutor: The next four phonic lessons (except ‘ur’) are going to introduce the four vowels a,i,o,u followed by a consonant and a silent ‘e’. The silent ‘e’ changes the sound of the vowel:
‘a’ (like in bat) to ‘ay’
‘i’ (like in fit) to ‘eye’
‘o’ (like in hot) to ‘oh’
‘u’ (like in cut) to ‘oo’

‘i-e’ as in kite

cut and glue into your scrap book ----------------------------- ----------------------------- ----------------------------- ----------cut
Note to tutor:
1. Pointing to the caption under the kite say to your child "silent ‘e’ (ee) changes ‘i’ (sounded like in ‘fit’) into ‘i’ (eye)"
Note: You do not say the words and sounds in the brackets. They are there to explain how to pronounce the sound.
2. Pointing to the word kite, sound it out, k-i-te, and then blend it into the word kite.
3. Ask your child to point to each word in the caption under the picture of the kite as he/she reads, “silent ‘e’ changes ‘i’ into ‘i’
(eye) as in kite”.
4. Explain to your child that the ‘-‘ means another letter (a consonant)
always goes between the ‘i’ and the silent ‘e’ (like the ‘t’ in kite).
1. Write the colours of the kite on the line. Check with the colour words for the correct spelling.

2. Find the flash card for the word ‘white’. Notice the word ‘white’ has ‘i-e’ as in kite in it. Put it on the pile with the flash cards for the words ‘brown’, ‘red’, ‘black’, ‘purple’ and ‘green’. Read the six colour words.
Notice: the word ‘pile’ has ‘i-e’ as in kite in it.

3. Read the following sentence about the kite.

This is a white kite with a green stripe.

4. Find the three ‘i-e' as in kite words in the sentence and write them on the lines. .

5. Cut out and glue the kite on page 35 into your scrap book.

6. Read the words in the kites on page 37. Tick each kite as
you read it correctly to your tutor.

7. Glue page 37 into your scrap book.

8. Find the ‘i-e’ as in kite flashcard and put it in the pile
with the digraph flashcard sounds that you know.

Note to tutor: The word ‘write’ begins with a silent w. Discuss this with your child and explain that many words begin with a silent w, such as

wrong wreck wrote wrap wrist wren

Read these words with your child and discuss their meaning. Notice that these words all have the letter ‘r’ following the silent w.

Lesson Nineteen: ‘ur’ as in purple turtle
Revision: Read ‘i-e’ as in kite words on pages 37 and 38

‘ur’ as in purple turtle
cut and glue into your scrap book ----------------------------- ----------------------------- ----------------------------- ----------cut
Note to tutor:
1.Pointing to the caption under the purple turtle say to your child (using letter names) ‘u’ (you) and ‘r’ (are) together say (using the sound) ‘ur’ as in purple turtle.
2.Pointing to the word turtle, sound it out, t-ur-tle, and then blend it into the word turtle.
3.Ask your child to point to each word in the caption under the picture of the turtle as he/she reads, ‘ur’ as in purple turtle.

1. Write the colour of the turtle on the line. Check with the colour words for the correct spelling.
.

2. Find the ‘purple’ flash card from the pile of colour word flash cards that you know and match it to the word ‘purple’
underneath the turtle.
3. Read the other colour words that you know.
4. Turn to page forty and read the words on the turtle's back to your tutor.
5. Discuss the meaning of the words with your tutor. Put each word into a sentence and say it to your tutor.
6. Read the sentences below the turtle and fill in the spaces with the correct ‘ur’ word from the turtles back.
7. Read the sentences to your tutor.
8. Glue page 40 into your scrap book.
----------------------------- -------
9. Put the ‘ur’ as in purple turtle flash card with your other digraph flash cards.
10. Read the flash cards to your tutor.

My name is .
Lesson Twenty: ‘ur’ as in purple turtle
Revision: Read the ‘ur’ as in purple turtle words and sentences on page 40.

1. Look at these days of the week words. They both have
‘ur’ as in purple turtle in them.

Thursday Saturday

2. Add ‘ed’ to these words, then read them to your tutor. The first one has been done for you to trace over.

curl curled

turn .

burn .

3. Write a sentence with the word curve in it. Think up your sentence and say it to your tutor before you write it. Remember the capital letter and full stop.
.
.
4. Write a sentence with the word burst in it.
.
.
5. Read both sentences to your tutor.

My name is .
Lesson Twenty Three: ‘a-e’ as in cake
Revision: Read ‘i-e’ as in kite words on page 38.

‘a-e as in cake

cut and glue into your scrap book ----------------------------- ----------------------------- ----------------------------- ----------cut
Note to tutor:
1. Pointing to the caption under the cake say to your child “silent ‘e’ (ee) changes ‘a’ (sounded like in ‘bat’) into ‘a’ (ay)".
You do not say the words and sounds in brackets. They are there to explain how to pronounce the sound.
2. Pointing to the word cake, sound it out, c-a-ke, and then blend it into the word cake.
3. Ask your child to point to each word in the caption under the picture of the cake as he/she reads,
“silent ‘e’ changes ‘a’ into ‘a’ (ay) as in cake”.
4. Explain to your child that the ‘-‘ means another letter (a consonant)
always goes between the ‘a’ and the silent ‘e’ (like the ‘k’ in cake).

1. Write the three colours of the cake on the line. Check with the colour words for the correct spelling.
.

2. Find the flash card for the word ‘orange’. Put it on the pile with the flash cards for the words ‘white’, ‘brown’, ‘red’, ‘black’, ‘purple’ and ‘green’.
Read the seven colour words.
3. Look at the ‘join the dots’ activity on page 45.
4. Start at number 1. Read the word at number 1 to your tutor and then draw a line to number 2. They are all ‘a-e’ as in cake words
5. Read the word at number 2 to your tutor and then draw a line to number 3.
6. Continue to follow the numbers, reading each word to your tutor before moving on, until you reach number 20.

7. What have you made?
8. How old are you? Find the number word flash card which tells you how old you are. Write that number word on the line to complete the sentence.

I am years old.

9. Draw that many candles on this birthday cake.
10. Find the flash card for ‘a-e’ as in cake and put it with your digraph flash cards.
11. Practise all of these flash cards.
12. Cut along the line on page 44 and glue the cake into your scrap book.
13. Glue page 45 into your scrap book.

My name is .
Lesson Twenty Four: ‘a-e’ as in cake
Revision: read ‘a-e’ as in cake words from page 45.

Note to tutor: Read and draw activities combine accurate reading and comprehension. If the sentence mentions ‘two teddies’, then your child’s picture should have ‘two teddies’. If the sentence mentions ‘two brown teddies’, then the two teddies should be brown.

Let your child read the sentences with only as much help as needed. Encourage your child to use the following strategies to help her/him sound out words and read the sentences:
1. Look at the letter(s) the word begins with.
2. Sound the word out, blending the sounds together so she/he can hear the word forming.
3. Use the sense of the sentence to help read the words.
4. After practice ask your child to read the sentence fluently before drawing the picture.

Read and draw:

I can see a spade and a rake in the shade of a big, green tree.

I can see a brave lion, with a yellow mane, running down the lane.

There is a beautiful, blue lake by a big, brown cave. What is that in the cave? Draw what you think it might be.

‘o-e’ as in rose
cut and glue into your scrap book ----------------------------- ----------------------------- ----------------------------- ----------cut
Note to tutor:
1. Pointing to the caption under the rose say to your child “silent ‘e’ (ee) changes ‘o’ (sounded like in ‘hot’) into ‘o’ (oh)".
You do not say the words and sounds in brackets. They are there to explain how to pronounce the sound.
2. Pointing to the word rose, sound it out, r-o-se, and then blend it into the word rose.
3. Ask your child to point to each word in the caption under the picture of the rose as he/she reads,
“silent ‘e’ changes ‘o’ (as in hot) into ‘o’ (oh) as in rose”.
4. Explain to your child that the ‘-‘ means another letter (a consonant)
always goes between the ‘o’ and the silent ‘e’ (like the ‘s’ in rose).

1. Write the colours of the rose on the line. Check with the colour words for the correct spelling.
.
2. Find the flash card for the word ‘pink’. Put it on the pile with the flash cards for the words ‘orange’, ‘white’, ‘brown’, ‘red’, ‘black’, ‘purple’ and ‘green’.

3. Look at the roses on this page. What do you notice is the same about the words on the roses? (They all have ‘o-e’ as in rose)
4. Choose one rose and read the words on it to your tutor. When you have done this choose a colour and lightly colour the rose. After you have coloured the rose make sure you can still read the words.
5. Repeat number 4 until you have read all the words to your tutor and all the roses are coloured in.

those

bone note hose

rose

st one

home
rope
nose
woke joke

rope

cone

6. Discuss the meaning of the words with your tutor.
7. Cut the roses out.
8. Go to page 51 and arrange the roses into a bouquet.
Arrange all of the roses first before you glue so you know
they will be in the right place.
Note: You will need to draw longer stems on the roses to make them look as though they are in a bouquet.
9. Trace over and read the sentence on page 51.
10. Glue page 51 into your scrap book.

My name is .
Lesson Twenty Eight : ‘o-e’ as in rose
Revision:Read ‘o-e’ as in rose words on page 51.

1. Trace over and read each of the following words.
2. Discuss the meaning of each word with your tutor.
3. Choose 5 words and write a sentence for each word. Remember the capital letter and full stop for each sentence. Think your sentence up and say it to your tutor before you write it down. It is good if you can put two or more of the words into one sentence.

My name is .
Lesson Thirty One: ‘u-e’ as in flute
Revision: Read the ‘o-e’ as in rose words on page 51 – your beautiful bouquet of roses.

‘u-e’ as in flute

cut and glue into your scrap book ----------------------------- ----------------------------- ----------------------------- ----------cut
Note to tutor:
1. Pointing to the caption under the flute say to your child “silent ‘e’ (ee) changes ‘u’ (sounded like in ‘cut’) into ‘u’ (oo like in moon)".
Note: You do not say the words and sounds in brackets. They are there to explain how to pronounce the sound.
2. Pointing to the word flute, sound it out, fl-u-te, and then blend it into the word flute.
3. Ask your child to point to each word in the caption under the picture of the flute as he/she reads,
“silent ‘e’ changes ‘u’ (as in cut) into ‘u’ (oo - moon) as in flute”.
4. Explain to your child that the ‘-‘ means another letter (a consonant)
always goes between the ‘u’ and the silent ‘e’ (like the ‘t’ in flute).

1. A flute is a musical instrument and its colour is ‘silver’.
Ask your tutor to please show you something which is silver in colour. Perhaps you have a flute player in your family.

silver .
2. Take your colour word flash cards and read them as quickly as you can.
3. Find the ‘u-e’ as in flute flash card and put it with the other sounds that you know. Practise the flash cards.
4. The flute on page 56 is playing a happy tune. Can you read the notes it is playing?
5. Discuss the meaning of the words with your tutor.
6. Put each word into a sentence and say it to your tutor.
7. Glue page 56 into your scrap book.

My name is .
Lesson Thirty Two: ‘u-e’ as in flute
Revision: Read ‘u-e’ as in flute words on page 56.

This is a word sleuth. This word sleuth has 13 ‘u-e’ as in flute words hidden in it – like hidden treasure in a map.
A detective is sometimes called a sleuth.
You have to be a word detective and find the words. Some words go across , some words go down and some words go diagonally . When you find a word draw a fence around it with a coloured pencil. Use lots of different colours. Some letters are used in two words.
Here are the words you need to find. When you have found a word give it a tick.
cube mule flute huge use dune tube rule fuse cute tune duke fume

My name is .
Lesson Thirty Seven: ‘ir’ as in bird.
Revision: Write the number word eight.

‘ir’ as in bird
cut and glue into your scrap book ----------------------------- ----------------------------- ----------------------------- ----------cut
Note to tutor:
1.Pointing to the caption under the bird say to your child (using letter names) ‘i’ (eye) and ‘r’ (are) together say (using the sound) ‘ir’ as in bird.
2.Pointing to the word bird, sound it out, b-ir-d, and then blend it into the word bird.
3.Ask your child to point to each word in the caption under the picture of the bird as he/she reads, ‘ir’ as in bird.

1. Write the colours of the bird on the line. Check with the colour words for the correct spelling.
.
2. Find the flash card for the word blue. Put it on the pile with the flash cards for the words ‘pink’, ‘orange’, ‘white’, ‘brown’, ‘red’, ‘black’, ‘purple’ and ‘green’.

You can now read the nine colour words. Well done.

3. Cut along the line and glue the bird into your scrap book.

4. Read the story, “Chirp’s Birthday”, on page 65.

Note to tutor: 1. When your child writes the names of the birds make sure she/he writes it with a capital letter. It is important for your child to know that a name is written with a capital letter. His/her name has a capital letter, the name of the day has a capital letter, the name of a town or city has a capital letter (etc)
2. After your child has read the story and completed the activites at the end of the story discuss the speech marks at either end of what Whirl said about making the birthday cake. The speech marks come at the beginning and end of what Whirl actually said.

Once upon a time three birds lived in the tall tree at the bottom of the garden.

The first bird’s name was Whirl. She was a girl.
The second bird’s name was Chirp. He was a boy.
The third bird’s name was Bird. Do you think the third bird was a boy or a girl?

It was Chirp’s birthday.

Whirl said, “I will make a birthday cake.”
She put the eggs, sugar, butter and flour in a dish and began to stir. When they were all mixed together she baked the cake in her oven. When it was cooked she decorated it with seeds and worms and wrote Happy Birthday on it.

Chirp wore a purple shirt to his birthday party.
Whirl wore an orange skirt to Chirp’s birthday party.
What do you think Bird wore to Chirp’s birthday party?

The three birds played Flying Tag and Hide-and-Seek in the trees. Whirl and Bird sang Happy Birthday to Chirp, and then they all ate lots of birthday cake. What fun they had.

1. Write Chirp’s name on the line underneath him.
2. Write Whirl’s name on the line underneath her.
3. Write Bird’s name on the line underneath . (him/her)
4. Draw the clothes you think Bird wore to Chirp’s birthday party.
5. What other games do you think they may have played?

My name is .
Lesson Thirty Eight: ‘ir’ as in bird.
Revision: Read the story “Chirp’s Birthday Party” on page 65 to your tutor. Read it as fluently as you can and see if you can add some expression as well.

1. Find the flash card for ‘ir’ as in bird. Put it with the other digraph flash cards that you know.
2. Look at the story “Chirp’s Birthday Party” and underline every word that has “ir’ as in bird in it. Say the word as you underline it. You will underline at least 35 words.
3. Write these words on the lines below. Only write each word once.
.

My name is .
Lesson Thirty Nine: ‘oo’ as in moon.
Revision: read the words on page 66.

‘oo’ as in moon

cut and glue into your scrap book ----------------------------- ----------------------------- ----------------------------- ----------cut
Note to tutor:
1.Pointing to the caption under the moon say to your child (using letter names) double oo (oh) says ‘oo’ as in moon.
2.Pointing to the word moon, sound it out, m-oo-n, and then blend it into the word moon.
3.Ask your child to point to each word in the caption under the picture of the moon as he/she reads, ‘oo’ as in moon.

1. Write the colour of the moon on the line. Check with the colour words for the correct spelling.
.
2. Find the (last) flash card for the word yellow. Put it on the pile with the flash cards for the words ‘blue’, ‘pink’, ‘orange’, ‘white’, ‘brown’, ‘red’, ‘black’, ‘purple’ and ‘green’.

You can now read all the colour word flash cards. How good is that!

3. Look at the picture of the moon. Can you see the man in the moon? Trace over his nose, eye and mouth.

5. These four ‘oo’ as in moon words are the answers to the four riddles. Write the correct answer on the line at the end of each riddle.

tooth pool broom balloon

What am I? What am I?
You see me at birthday parties. I am in your mouth.
I can be any colour. You use me to chew
You blow me up. your food.
If you blow me too big I will burst. I am white.
Dentists look after me.

I am a . I am a .

What am I? What am I?
I am full of water. I have a long handle.
You swim in me. You sweep with me.
If you jump into me, water
splashes everywhere.